Lesson Plan: Interactive Read Aloud Grade: 5 Time: 15 minutes Standard: 3.4.4 A. Active Listening 1. Listen actively for a variety of purposes such as enjoyment and obtaining information Objectives:
The students will listen as the teacher reads aloud, stopping to make connections and wonderings about the text.
Students will review the different elements of a non-fiction book.
Materials:William Shakespeare & the Globe written by Aliki Lesson Sequence: · Before Reading: o “Boys and girls, today I am going to read to you a book about one of the greatest playwrights of all time. It is called William Shakespeare & the Globe. How many of you have heard of the famous playwright William Shakespeare? Great. Based on the title and the cover, what do you think this book’s genre is?” o Allow students to answer, “Non-fiction.” Follow up with, “What determines that a book is non-fiction?” Allow students to answer, “It is based on actual events. The people and places in the story are real.” o “Now let me read William Shakespeare & the Globe. As I read, take note of how the book is set up. It does not read like a normal picture book.” · During Reading: o Stop reading occasionally and allow students to examine the different elements of non-fiction books: § Page 12: “What do we notice about the title of the first section?” § Page 26: “Turn and Talk – Can you think of any places where people gather to see live performances today?” o If you notice students are not engaged with William Shakespeare & the Globe, stop and redirect by asking a question or discussing a connection. o Also, point out any difficult vocabulary words and discuss. · After Reading: o “I want you to turn and talk to a neighbor about two things: § What did you like most about this book? § Compare this book to another non-fiction book. What were the similarities? What were the differences?” o After 2 or 3 minutes, discuss these questions with the whole group. o “We have learned a lot today about the life and times of William Shakespeare. Also, boys and girls, we learned a little bit more about works of non-fiction. Thank you for letting me share a part of history with you today!” Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if students made interesting connections, asked relevant questions, and actively discussed the elements of a non-fiction book. Lesson Plan: Writing Mini-Lesson Grade: 5 Time: 20 minutes Standard: Writing Standards K–5
Grade Five Students
Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Objective: The students will briefly research a topic, organize their ideas, and write a response in the form of a new type of media (i.e. a non-fiction play). Materials:
William Shakespeare & the Globe written by Aliki
Markers
Chart paper labeled, “Elements of a Play found in William Shakespeare & the Globe”
Sample “My Very Own Play” worksheet
“My Very Own Play” worksheet
Lesson Sequence: · Lesson Introduction/Anticipatory Set (Engagement): o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, William Shakespeare & the Globe written by Aliki. Can you tell me what genre this book was? Correct, it was a work of non-fiction. Great!” · State Objective and Purpose: o “Today, we are going to learn how to write our very own non-fiction stories. We will learn how to express our ideas just as Aliki did in William Shakespeare & the Globe. I am so excited; let’s get started!” · Teach and Model:
Have chart paper ready with the heading, “Elements of a Play found in William Shakespeare & the Globe”
“Students, there are a few key components to writing a play similar to Aliki’s book. First let’s define what a play is and why it reads differently than a typical book. A play tells a story just like a typical book; however, it does so through various acts and scenes as we saw in Aliki’s play. Most plays have dialogue, or conversations between two people; however, for the sake of this assignment, we will not be using that technique. We instead will be writing just as Aliki wroteWilliam Shakespeare & the Globe.
“To write one of these plays, there are a few steps one must follow.” Along the way, have students volunteer to define/explain each of the steps.
“Step one is –choose a certain topic to focus on. In this case, you will be picking a famous American from our readings in Social Studies (i.e. – George Washington).”
“Step two is – break down your play into three acts; Act One focusing on the person’s early life, Act Two focusing on the person’s career, and Act Three focusing on the person’s death.”
“Step three is – to pick three or four events to write about under each act, these will become your scenes. (i.e. – for Act One, the scenes could be the birth, the childhood, and the education of the famous American)”
“Step four is – writing the piece itself. While doing this step. It is important that we remember to use proper capitalization and punctuation.”
From here, move into the prepared sample “My Very Own Play” worksheet.
· Guided Practice: o Go over the prepared “My Very Own Play” worksheet by stopping and having the students clearly see each of the four steps. · Independent Practice/Assessment: o “Boys and girls, it is now your turn to write a non-fiction play of your very own. I am passing out your own blank “My Very Own Play” worksheet. Make sure to write your name and number on the top of the page. Now follow the four step process and create your very own article. I will be walking around if you have any questions.” · Closure: o “Who would like to share his/her non-fiction play for the class?” o “Great job future play writers! I am so impressed with all of your non-fiction plays! Great job today!” Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and produced non-fiction plays that followed the pre-set four step writing guidelines. Lesson Plan: Reading Mini-Lesson Grade: 5 Time: 20 minutes Standard: Reading Standards for Informational Text K–5
Grade Five Students
Key Ideas and Details
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Objective: The students will explain the relationship between two historical figures and why the connection was so important. Materials:
William Shakespeare & the Globe written by Aliki
Markers
Chart paper labeled, “Relationships of Non-Fictional Characters”
Sample of a relationship from William Shakespeare & the Globe
Students: their non-fiction level book
Students: their Readers Notebook
Lesson Sequence: · Lesson Introduction/Anticipatory Set (Engagement): o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, William Shakespeare & the Globe written by Aliki. Can you tell me what genre this book was? Correct, it was a work of non-fiction. Great!” · State Objective and Purpose: o “Today, we are going to learn how to analyze relationships between two historical figures and why that connection was so important. This powerful tool will allow us to fully see all of the many relationships between many famous Americans. Let’s get started!” · Teach and Model:
Have chart paper ready and labeled with “Relationships of Non-Fictional Characters”
“Whenever we read any book, non-fiction or fiction, we mentally establish the relationships that different characters have with one another. For example, we ask ourselves, ‘Are these characters related? Do these characters have a good relationship? Did these two characters come together to accomplish something? Etc.’ Today, we are going to fully examine different relationships between famous Americans.”
“For today’s example we will look at two people from the book William Shakespeare & the Globe. Let us look at the relationship between William Shakespeare and Christopher Marlowe. Remember, we want to establish many things about their relationship and how that relationship affected them.”
· Guided Practice: o Re-read pages 22 through 23 to refresh the students’ memory of how these two men were connected. o Have the students find at least three things that established these two men’s relationship. Also, have them find at least one factor that affected these men’s relationship. o Samples of what to write are as follows: § Established: they were both playwrights § Factor: they were both equally brilliant o If time allows, step up one or two more examples of different relationships between people in William Shakespeare & the Globe · Independent Practice/Assessment: o “Boys and girls, it is now time to look at other relationships in history. At this time I ask that you go to your reading spots around the room, bringing with you your Readers Notebook, a pen, and your current non-fiction level book.” o Once students have done this task, “I now ask that for the next few minutes you examine two people in your book. I ask that you respond in your Readers Notebook similar to the way we responded together a few minutes ago.” · Closure: o Turn and Talk to answer the following questions: § “What established the relationship that you defined?” § “Why the connection between them so important?” o After the Turn and Talk, have a few students share their findings with the rest of the class o “Great job today boys and girls. You are very good at analyzing relationships! Think about this process every time you read a new book!” Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and the Readers Notebooks are completed with relevant facts that are true to their non-fiction level books.
Grade: 5
Time: 15 minutes
Standard: 3.4.4 A. Active Listening
1. Listen actively for a variety of purposes such as enjoyment and obtaining information
Objectives:
Materials: William Shakespeare & the Globe written by Aliki
Lesson Sequence:
· Before Reading:
o “Boys and girls, today I am going to read to you a book about one of the greatest playwrights of all time. It is called William Shakespeare & the Globe. How many of you have heard of the famous playwright William Shakespeare? Great. Based on the title and the cover, what do you think this book’s genre is?”
o Allow students to answer, “Non-fiction.” Follow up with, “What determines that a book is non-fiction?” Allow students to answer, “It is based on actual events. The people and places in the story are real.”
o “Now let me read William Shakespeare & the Globe. As I read, take note of how the book is set up. It does not read like a normal picture book.”
· During Reading:
o Stop reading occasionally and allow students to examine the different elements of non-fiction books:
§ Page 12: “What do we notice about the title of the first section?”
§ Page 26: “Turn and Talk – Can you think of any places where people gather to see live performances today?”
o If you notice students are not engaged with William Shakespeare & the Globe, stop and redirect by asking a question or discussing a connection.
o Also, point out any difficult vocabulary words and discuss.
· After Reading:
o “I want you to turn and talk to a neighbor about two things:
§ What did you like most about this book?
§ Compare this book to another non-fiction book. What were the similarities? What were the differences?”
o After 2 or 3 minutes, discuss these questions with the whole group.
o “We have learned a lot today about the life and times of William Shakespeare. Also, boys and girls, we learned a little bit more about works of non-fiction. Thank you for letting me share a part of history with you today!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if students made interesting connections, asked relevant questions, and actively discussed the elements of a non-fiction book.
Lesson Plan: Writing Mini-Lesson
Grade: 5
Time: 20 minutes
Standard:
Writing Standards K–5
Objective: The students will briefly research a topic, organize their ideas, and write a response in the form of a new type of media (i.e. a non-fiction play).
Materials:
Lesson Sequence:
· Lesson Introduction/Anticipatory Set (Engagement):
o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, William Shakespeare & the Globe written by Aliki. Can you tell me what genre this book was? Correct, it was a work of non-fiction. Great!”
· State Objective and Purpose:
o “Today, we are going to learn how to write our very own non-fiction stories. We will learn how to express our ideas just as Aliki did in William Shakespeare & the Globe. I am so excited; let’s get started!”
· Teach and Model:
- Have chart paper ready with the heading, “Elements of a Play found in William Shakespeare & the Globe”
- “Students, there are a few key components to writing a play similar to Aliki’s book. First let’s define what a play is and why it reads differently than a typical book. A play tells a story just like a typical book; however, it does so through various acts and scenes as we saw in Aliki’s play. Most plays have dialogue, or conversations between two people; however, for the sake of this assignment, we will not be using that technique. We instead will be writing just as Aliki wrote William Shakespeare & the Globe.
- “To write one of these plays, there are a few steps one must follow.” Along the way, have students volunteer to define/explain each of the steps.
- “Step one is –choose a certain topic to focus on. In this case, you will be picking a famous American from our readings in Social Studies (i.e. – George Washington).”
- “Step two is – break down your play into three acts; Act One focusing on the person’s early life, Act Two focusing on the person’s career, and Act Three focusing on the person’s death.”
- “Step three is – to pick three or four events to write about under each act, these will become your scenes. (i.e. – for Act One, the scenes could be the birth, the childhood, and the education of the famous American)”
- “Step four is – writing the piece itself. While doing this step. It is important that we remember to use proper capitalization and punctuation.”
- From here, move into the prepared sample “My Very Own Play” worksheet.
· Guided Practice:o Go over the prepared “My Very Own Play” worksheet by stopping and having the students clearly see each of the four steps.
· Independent Practice/Assessment:
o “Boys and girls, it is now your turn to write a non-fiction play of your very own. I am passing out your own blank “My Very Own Play” worksheet. Make sure to write your name and number on the top of the page. Now follow the four step process and create your very own article. I will be walking around if you have any questions.”
· Closure:
o “Who would like to share his/her non-fiction play for the class?”
o “Great job future play writers! I am so impressed with all of your non-fiction plays! Great job today!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and produced non-fiction plays that followed the pre-set four step writing guidelines.
Lesson Plan: Reading Mini-Lesson
Grade: 5
Time: 20 minutes
Standard:
Reading Standards for Informational Text K–5
Objective: The students will explain the relationship between two historical figures and why the connection was so important.
Materials:
Lesson Sequence:
· Lesson Introduction/Anticipatory Set (Engagement):
o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, William Shakespeare & the Globe written by Aliki. Can you tell me what genre this book was? Correct, it was a work of non-fiction. Great!”
· State Objective and Purpose:
o “Today, we are going to learn how to analyze relationships between two historical figures and why that connection was so important. This powerful tool will allow us to fully see all of the many relationships between many famous Americans. Let’s get started!”
· Teach and Model:
- Have chart paper ready and labeled with “Relationships of Non-Fictional Characters”
- “Whenever we read any book, non-fiction or fiction, we mentally establish the relationships that different characters have with one another. For example, we ask ourselves, ‘Are these characters related? Do these characters have a good relationship? Did these two characters come together to accomplish something? Etc.’ Today, we are going to fully examine different relationships between famous Americans.”
- “For today’s example we will look at two people from the book William Shakespeare & the Globe. Let us look at the relationship between William Shakespeare and Christopher Marlowe. Remember, we want to establish many things about their relationship and how that relationship affected them.”
· Guided Practice:o Re-read pages 22 through 23 to refresh the students’ memory of how these two men were connected.
o Have the students find at least three things that established these two men’s relationship. Also, have them find at least one factor that affected these men’s relationship.
o Samples of what to write are as follows:
§ Established: they were both playwrights
§ Factor: they were both equally brilliant
o If time allows, step up one or two more examples of different relationships between people in William Shakespeare & the Globe
· Independent Practice/Assessment:
o “Boys and girls, it is now time to look at other relationships in history. At this time I ask that you go to your reading spots around the room, bringing with you your Readers Notebook, a pen, and your current non-fiction level book.”
o Once students have done this task, “I now ask that for the next few minutes you examine two people in your book. I ask that you respond in your Readers Notebook similar to the way we responded together a few minutes ago.”
· Closure:
o Turn and Talk to answer the following questions:
§ “What established the relationship that you defined?”
§ “Why the connection between them so important?”
o After the Turn and Talk, have a few students share their findings with the rest of the class
o “Great job today boys and girls. You are very good at analyzing relationships! Think about this process every time you read a new book!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and the Readers Notebooks are completed with relevant facts that are true to their non-fiction level books.